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A Suggested Eclectic Checklist for ELT Coursebook …

243 The Reading Matrix 2014 Volume 14, Number 2, September 2014 A Suggested Eclectic Checklist for ELT Coursebook Evaluation* Yusuf Demir Selcuk University Abdullah Erta At l m University ABSTRACT Coursebook evaluation helps practitioners decide on the most appropriate Coursebook to be exploited. Moreover, evaluation process enables to predict the potential strengths and weaknesses of a given Coursebook . Checklist method is probably the most widely adopted way of judging coursebooks and there are plenty of ELT Coursebook evaluation checklists available designed for making material selection and evaluation process easier and systematic.

245 A checklist is an instrument that helps practitioners evaluate coursebooks in an effective and practical way. According to Mukundan, Hajimohammadi and …

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Transcription of A Suggested Eclectic Checklist for ELT Coursebook …

1 243 The Reading Matrix 2014 Volume 14, Number 2, September 2014 A Suggested Eclectic Checklist for ELT Coursebook Evaluation* Yusuf Demir Selcuk University Abdullah Erta At l m University ABSTRACT Coursebook evaluation helps practitioners decide on the most appropriate Coursebook to be exploited. Moreover, evaluation process enables to predict the potential strengths and weaknesses of a given Coursebook . Checklist method is probably the most widely adopted way of judging coursebooks and there are plenty of ELT Coursebook evaluation checklists available designed for making material selection and evaluation process easier and systematic.

2 As distinct from many other Checklist development studies, this study attempts to suggest an Eclectic Checklist by borrowing items from quite different evaluation instruments available in the literature. Initially, more than thirty ELT Coursebook evaluation forms and checklists were determined as a result of extensive review of literature. Afterwards, items were chosen from among those checklists by putting aside several of them on a utilitarian basis, accompanied by the researchers own items.

3 We recommend that the resulting instrument be used by English language teachers, material developers and researchers. INTRODUCTION Coursebooks are a core part of any curriculum as the unique contributors to content learning. They are, perhaps, the most commonly used course materials in transmitting knowledge and skills. The growing popularity of coursebooks can be justified through several pedagogical reasons. Tomlinson (2003), for example, believes that a Coursebook helps provide a route map for both teachers and learners, making it possible for them to look ahead to what will be done in a lesson as well as to look back on what has been done (p.)

4 39). Not only do they serve as the general framework for teachers to follow in accordance with the curriculum, but they also function as a guide through the courses offering a wide collection of relevant examples and practices regardless of the subject matter. Moreover, Abdelwahab (2013) maintains that the use of a Coursebook in a program can guarantee that students in different classes will receive a similar content and therefore, can be evaluated in the same way (p. 55). In a sense, the use of coursebooks promotes the standardization in instructional settings.

5 Richards (2001) also highlights the importance of coursebooks and states that any learning program may have no impact if it does not have coursebooks as they provide structure and a syllabus. In English teaching field too, coursebooks are indispensable instructional materials * A draft version of this study was presented at the 16th International INGED ELT CONFERENCE on October 4-6, 2013 in zmir, Turkey 244 having distinctive features.

6 According to Sheldon (1988), coursebooks represent for both students and teachers the visible heart of any ELT programme. Cunningsworth (1995) believes that ELT coursebooks have multiple roles such as helping to present the written and spoken materials, promoting interaction, serving as a reference of vocabulary and grammar, acting as a source for classroom activities and offering self-access work or self-directed learning. Without any doubt, potential of an ELT Coursebook , to a greater or lesser extent, affects the learning of English language and skills.

7 As such, it is crucial to decide on the most appropriate ELT Coursebook to draw on in a given context, which can only be made possible with a comprehensive and elaborative evaluation. Approaches to ELT Coursebook Evaluation Sheldon (1988) mentions two basic reasons to evaluate coursebooks. First, the evaluation will help the teacher or program developer make decisions on selecting the appropriate Coursebook . Also, evaluation of the merits and demerits of a Coursebook will familiarize the teacher with its probable weaknesses and strengths.

8 What s more, Tomlinson (1996) regards material evaluation as another way of action research that develop our understanding of the ways in which the material works. Needless to say, materials evaluation is also likely to contribute to teachers professional development by providing them with a critical point of view and enabling them to scrutinize the course material with an academic perspective. Several models, methods and approaches have emerged in relation to Coursebook evaluation.

9 Grant (1987) introduced a succinct evaluative approach called CATALYST test; an acronym in which the letters stand for Communicative, Aims, Teachability, Availibility, Level, Your impression, Students interest and Trying and testing. Similarly, Tanner and Green (1998) offer a practical assessment form based on Method, Appearance, Teacher-friendliness, Extras, Realism, Interestingness, Affordability, Level and Skills. Initials of these features recollectively make up the word MATERIALS. Though these easy-to-remember models were made up as handy tools to evaluate coursebooks, they may not be quite effective in having a deep understanding on the efficacy and the actual performance of a targeted Coursebook .

10 To be more specific, McDonough and Shaw (1993) propose a two-stage model for a thorough evaluation of coursebooks. They suggest that a brief external evaluation should be conducted firstly to have an overview of the organizational foundation of the Coursebook . Then, it should be followed by a detailed internal evaluation to see how far the materials in question match up to what the author claims as well as to the aims and objectives of a given teaching program (McDonough & Shaw, 1993, p.)


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